This study investigates the viability of implementing CLT in Saudi classrooms.This was accomplished by highlighting the following questions: What are teachers' actual practices in language classrooms regarding certain aspects of CLT: the importance of grammar,error correction, teacher's role, student's role, group work,and testing? And will teachers face challenges in adopting CLT? If so, what are the major difficulties that teachers in Saudi Arabia believe they will encounter in implementing CLT?To answer these questions, 100 female teachers participated to this study by filling out serveys.12 of those teachers also contributed to the second part of the study in which they constituted three focus group discussion.The discussions were about teachers' understanding of CLT and obsticles they might face while implementing it. According to the findings, the study provides significant recomendatons for educators, teachers, curriculum designers, and administrators.

Autorentext

Ghadah Batawi is a lecturer in English Language Institute (ELI) in King Abdul Aziz University (KAU),Saudi Arabia. She taught English to elementary, intermediate, and secondary school students. Currently, she is teaching undergraduate levels. She conducted this study in 2007 as a requirenment to get her MA TESOL from American University of Sharjah.